|本期目录/Table of Contents|

[1]苗丽霞.二语阅读理解中多维度词汇知识的直接与间接作用考察[J].宁波大学学报(人文科学版),2022,35(3):73-79.
 MIAO Li-xia.An Investigation into the Direct and Indirect Contributions of Multi-dimensional Vocabulary Knowledge in Second Language Reading ComprehensionMIAO Li-xia[J].,2022,35(3):73-79.
点击复制

二语阅读理解中多维度词汇知识的直接与间接作用考察(PDF)
分享到:

《宁波大学学报(人文科学版)》[ISSN:1001-5124/CN:33-1133/C]

卷:
第35卷
期数:
2022年第3期
页码:
73-79
栏目:
语言学研究
出版日期:
2022-05-05

文章信息/Info

Title:
An Investigation into the Direct and Indirect Contributions of Multi-dimensional Vocabulary Knowledge in Second Language Reading ComprehensionMIAO Li-xia
文章编号:
1001 - 5124(2022)03 - 00 73 - 0 7
作者:
苗丽霞
(宁波大学 外国语学院,浙江 宁波 315211)
Author(s):
MIAO Li-xia
(Faculty of Foreign Languages, Ningbo University, Ningbo 315211, China)
关键词:
词汇知识二语阅读理解直接作用间接作用
Keywords:
vocabulary knowledge second language reading comprehension direct contribution indirect contribution
分类号:
H03
DOI:
-
文献标志码:
A
摘要:
基于词汇知识三维度理论模型,考察词汇宽度、词汇深度和词汇流利度对二语阅读理解的直接和间接作用。词汇深度包括词汇语义深度和词法深度两个层面。研究结果发现:词汇宽度和词汇语义深度对二语阅读理解有直接贡献;词法深度通过词汇宽度和词汇语义深度间接作用于二语阅读理解;词汇流利度通过词汇宽度间接作用于二语阅读理解。研究结果揭示了多维度词汇在二语阅读理解中的作用机制及其交互关系。
Abstract:
Based on the theoretical model of vocabulary knowledge of three dimensions, the present study examines the direct and indirect contributions of the three dimensions of vocabulary knowledge, namely vocabulary breadth, vocabulary depth and vocabulary fluency, to second language reading comprehension. Vocabulary depth involves semantic depth and morphological depth. The research results indicate three finds. Firstly, both vocabulary breadth and semantic depth contribute directly to second language reading comprehension, where vocabulary breadth have a stronger effect. Secondly, morphological depth contributes indirectly to second language reading comprehension via both vocabulary breadth and semantic depth, where the indirect eff ect via vocabulary breadth is fully mediated but that via sem antic depth partially mediated. Thirdly, vocabulary fluency makes indirect contribution to second language reading comprehension via vocabulary breadth, which is also fully mediated. The results suggest how the multi-dimensions of vocabulary knowledge contribute to second language reading comprehension and also how they interact with each other in second language reading comprehension

参考文献/References:

[1].MEARA P. The dimensions of lexical competence[C]//BROWN G, MALMKJAER K, WILLIAMS J. Performance and competence in second language acquisition. Cambridge: Cambridge University Press, 1996: 35-53.
[2].ANDERSON R, FREEBODY P. Vocabulary knowledge[C]// GUTHRIE J. Comprehension and teaching: research reviews. Newark, DE: International Reading Association , 1981: 77-117.
[3].PERFETTI C. Reading ability: lexical quality to comprehension[J]. Scientific studies of reading, 2007, 11(4): 357-383.
[4].MEZYNSKI K. Issues concerning the acquisition of knowledge: effects of vocabulary training on reading comprehension[J]. Review of educational research, 1983, 53(2): 253-279.
[5].LAUFER B. What percentage of text-based lexis is essential for comprehension?[C]//LAUREN C, NORDMAN L. Special language: from humans thinking to thinking machines. Clevedon, UK: Multilingual Matters, 1989: 316-323.
[6].LAUFER B. How much lexis is necessary for reading comprehension?[C]//B?JOINT H, ARNAUD P. Vocabulary and applied linguistics. Basingstoke: MacMillan , 1992: 126-132.
[7].QIAN D. Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension[J]. Canadian modern language review, 1999, 56(2): 282-308.
[8].ZHANG D. Vocabulary and grammar knowledge in second language reading comprehension: a structural equation modeling study[J]. Modern language journal, 2012, 96(4): 558-575.
[9].李晓. 词汇量、词汇深度知识和语言综合能力关系研究[J]. 外语教学与研究, 2007, 39(5): 352-359.
[10].张学宾, 邱天河. 词汇知识和阅读关系的实证研究[J]. 外语教学, 2006, 27(1): 38-42.
[11].PROCTOR C, UCCELLI P, DALTON B, et al. Understanding depth of vocabulary online with bilingual and monolingual children[J]. Reading and writing quarterly, 2009, 25(4): 311-333.
[12].KIEFFER M, LESAUX N. The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners[J]. Reading and writing, 2008, 21(8): 783-804.
[13].JEON E. Contribution of morphological awareness to second language reading comprehension[J]. The modern language journal, 2011, 95(2): 217-235.
[14].ZHANG D, KODA K. Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects[J]. Reading and writing, 2012, 25(5): 1195-1216.
[15].BECK I, PERFETTI C, MECKEOWN M. Effects of long-term vocabulary instruction on lexical access and reading comprehension[J]. Journal of educational psychology, 1982, 75(4): 506-521.
[16].DIXON P, LEFEVRE J, TWILLEY L. Word knowledge and working memory as predictors of reading skill[J]. Journal of educational psychology, 1988, 80(4): 465-472.
[17].NATION P, BELGAR D. A vocabulary size test[J]. The language teacher, 2007, 31(7): 9-13.
[18].READ J. Validating a test to measure depth of vocabulary knowledge[C]//KUNNAN A. Validation in language assessment: selected papers from the seventeenth language testing research colloquium. Mahwah, NJ: Lawrence Erlbaum Associates, 1998: 41-60.
[19].SASAO Y. Diagnostic tests of English vocabulary learning proficiency: guessing from context and knowledge of word parts[D]. Victoria: Victoria University of Wellington, 2013.
[20].ELGORT I. Deliberate learning and vocabulary acquisition in a second language[J]. Language learning, 2010, 61(2): 367-413.
[21].GLUSHKO R. The organization and activation of orthographic knowledge in reading aloud[J]. Journal of experimental psychology: human perception and performance, 1979, 5(4): 674-691.
[22].HAMADA M, KODA K. Influence of first language orthographic experience on second language decoding and word learning[J]. Language learning, 2008, 58(1): 1-31.
[23].吕长竑. 词汇量与语言综合能力、词汇深度知识之关系[J]. 外语教学与研究, 2004, 36(2): 116-123.
[24].温忠麟, 叶宝娟. 中介效应分析: 方法和模型发展[J]. 心理科学进展, 2014, 22(5): 731-745.
[25].MACKINNON D, FAIRCHILD A. Current directions in mediation analysis[J]. Current directions in psychological science, 2009, 18(1): 16-20.
[26].张北镇. 中国英语学习者派生词加工研究[J]. 现代外语, 2014, 37(2): 221-230.
[27].TANNENBAUM K, TORGESEN J, WAGNER R. Relationships between word knowledge and reading comprehension in third-grade children[J]. Scientific studies of reading, 2006, 10(4): 381-398.
[28].ZHANG X, LU X. A longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development[J]. Applied linguistics, 2013, 35(3): 283-304.

备注/Memo

备注/Memo:
-
更新日期/Last Update: 2022-05-09